ACHIEVE Parent Training Curriculum

Category: Advanced ABA Strategies

Emotional Regulation

ABOUT THIS LESSON
Every child experiences big emotions, but some struggle more than others to manage them. If your child has frequent meltdowns, difficulty calming down, or trouble handling frustration, you’re not alone.

Children may struggle with emotional regulation because:

✔ Their brain is still developing – Skills like impulse control and flexibility take time.

✔ They lack coping strategies – Without tools to manage emotions, they may cry, hit, or shut down.

✔ They have trouble communicating – When they can’t express their needs, frustration builds.

✔ They are sensitive to their environment – Loud noises, bright lights, or sudden changes can feel overwhelming.

Emotional regulation can be taught. With patience, consistency, and the right strategies, you can help your child develop the skills to manage emotions in a healthy way.

References

American Psychological Association. (2023). Trauma and children: How trauma affects children and how to help. Retrieved from https://www.apa.org/topics/trauma

Bahry, S., Gerhardt, P. F., Weiss, M. J., Leaf, J. B., Putnam, R. F., & Bondy, A. (2023). The ethics of actually helping people: Targeting skill acquisition goals that promote meaningful outcomes for individuals with autism spectrum disorder. Behavior Analysis in Practice, 16(3), 672-695.

Boivin, N., Duane, J., Quigley, S. P., Harper, J., & Weiss, M. J. (2021). Interdisciplinary collaboration training: An example of a preservice training series. Behavior Analysis in Practice, 14(4), 1223-1236. https://doi.org/10.1007/s40617-021-00561-z

Bornstein, M. H., & Esposito, G. (2023). Coregulation: A multilevel approach via biology and behavior. Children, 10(8), 1323.

Center on the Developing Child at Harvard University. (2011). Building the brain’s “air traffic control” system: How early experiences shape the development of executive function (Working Paper No. 11). Retrieved from https://developingchild.harvard.edu/

Craig, J. H., & Sanders, K. L. (2018). Evaluation of a program model for minimizing restraint and seclusion. Advances in Neurodevelopmental Disorders, 2, 344-352.

https://doi.org/10.1007/s41252-018-0076-2

Dawson, P., & Guare, R. (2011). Smart but scattered: The revolutionary executive skills approach to helping kids reach their potential. Guilford Press.

Diamond, A. (2013). Executive functions. Annual Review of Psychology, 64, 135-168.

Hanley, G. P., Jin, C. S., Vanselow, N. R., & Hanratty, L. A. (2014). Enhancing preschoolers’ persistence through functional communication training. Journal of Applied Behavior Analysis, 47(3), 500-511.

Lindstrom Johnson, S., Meléndez Guevara, A. M., & Preves, A. (2023, July). Developing a measure of educator self-efficacy around emotion co-regulation. In Frontiers in Education (Vol. 8, p. 1181004). Frontiers Media SA.

Mahler, K. (2018). The interoception curriculum: A step-by-step guide to developing mindful self-regulation. AAPC Publishing.

McCloskey, G., Perkins, L. A., & Van Diviner, B. (2008). Assessment and intervention for executive function difficulties. Routledge.

Najdowski, A. C. (2016). Flexible and focused: Teaching executive function skills to individuals with autism and attention disorders. Academic Press.

Northrup, J. B., Cortez, K. B., Mazefsky, C. A., & Iverson, J. M. (2024). Expression and co-regulation of negative emotion in 18-month-olds at increased likelihood for autism with diverse developmental outcomes. Autism, 28(10), 2534-2548. https://doi.org/10.1177/13623613241233664

Ozonoff, S., & Schetter, P. L. (2007). Executive dysfunction in autism spectrum disorders. In L. Meltzer (Ed.), Executive function in education: From theory to practice (pp. 133-160). Guilford Press.

Putnam, F. W., Amaya-Jackson, L., Putnam, K., & Briggs, E. C. (2020). Synergistic adversities and behavioral problems in traumatized children and adolescents. Child Abuse and Neglect, 101, 104492. https://doi.org/10.1016/j.chiabu.2020.104492

Ward, S., & Jacobsen, K. (2014). A clinical model for developing executive function skills. Perspectives on Language Learning and Education, 21(2), 72-84.

Wigham, S., & Emerson, E. (2015). Trauma and life events in adults with intellectual disability. Current Developmental Disorders Reports, 2, 93-99.

Zuyi, F., Cerna-Turoff, I., Zhang, C., Lu, M., Lacman, J. M., & Barlow, J. (2022). Global estimates of violence against children with disabilities: An updated systematic review and meta-analysis. The Lancet Child and Adolescent Health, 6(5), 313-323.

Functional Communication Training (FCT)

ABOUT THIS LESSON
When your child is crying, jumping, or yelling, you may feel confused and unsure how to respond. These behaviors can feel overwhelming, especially when they happen frequently.

But here’s the key:

✔ Challenging behaviors are not random—they are your child’s way of communicating.

✔ If your child knew how to express their needs differently, they would.

✔ FCT provides them with a clear, effective alternative to express what they need.

By using FCT, you bridge the gap between frustration and understanding. You help your child replace challenging behaviors with meaningful, appropriate ways to express themselves.

References

Alakhzami, M., & Chitiyo, M. (2022). Using functional communication training to reduce self-injurious behavior for individuals with autism spectrum disorder. Journal of autism and developmental disorders, 52(8), 3586-3597.

Banerjee, I., Lambert, J. M., Copeland, B. A., Paranczak, J. L., Bailey, K. M., & Standish, C. M. (2022). Extending functional communication training to multiple language contexts in bilingual learners with challenging behavior. Journal of Applied Behavior Analysis, 55(1), 80-100.

Ghaemmaghami, M., Hanley, G. P., & Jessel, J. (2021). Functional communication training: From efficacy to effectiveness. Journal of applied behavior analysis, 54(1), 122-143.

Ghaemmaghami, M., Hanley, G. P., Jessel, J., & Landa, R. (2018). Shaping complex functional communication responses. Journal of Applied Behavior Analysis, 51(3), 502-520.

Tiger, J. H., Hanley, G. P., & Bruzek, J. (2008). Functional communication training: A review and practical guide. Behavior analysis in practice, 1, 16-23.

Using Technology to Support ABA

ABOUT THIS LESSON
Technology can play a valuable role in supporting your child's ABA journey. When integrated thoughtfully, technology can reinforce learning, clarify routines, and encourage independence.

Technology supports ABA by:

✔ Creating structure

✔ Increasing motivation

✔ Supporting independence

✔ Improving communication

By working closely with your BCBA®, you can identify ways technology can best support your child's specific goals.

Technology Tips

Using technology effectively means:

✔ Choosing apps that match your child’s ABA goals.

✔ Using visual schedules to simplify routines.

✔ Balancing screen time to prevent overuse.

✔ Communicating regularly with your BCBA® about technology use.

✔ Adjusting technology use based on your child’s progress.

Integrating technology into ABA strategies helps your child build essential skills and achieve greater success. The following steps will guide you in selecting and implementing technology effectively.

References

Boone, R., & Volden, J. (2021). Technology-based interventions for children with autism spectrum disorders: A review of current research and practice. Autism Research and Treatment, 2021, 1–12. https://doi.org/10.1155/2021/9976641

Grynszpan, O., Weiss, P. L., Perez-Diaz, F., & Gal, E. (2014). Technology-based interventions for autism spectrum disorder: A meta-analysis. Research in Autism Spectrum Disorders, 8(3), 257–271. https://doi.org/10.1016/j.rasd.2013.12.014

King, S. A., & Toth, L. A. (2015). Using iPads and mobile technology to increase functional communication in children with autism. Behavior Analysis in Practice, 8(1), 77–81. https://doi.org/10.1007/s40617-014-0033-1

MacDuff, G. S., Krantz, P. J., & McClannahan, L. E. (1993). Teaching children with autism to use photographic activity schedules: Maintenance and generalization of complex response chains. Journal of Applied Behavior Analysis, 26(1), 89–97. https://doi.org/10.1901/jaba.1993.26-89

Neely, L. C., Rispoli, M., Gerow, S., & Ninci, J. (2017). Telehealth for the delivery of behavior-analytic services to individuals with autism spectrum disorder: A systematic review. Journal of Behavioral Interventions, 33(4), 223–235. https://doi.org/10.1002/bin.1474

Troubleshooting ABA Strategies

ABOUT THIS LESSON
Troubleshooting is an integral part of ABA services. It’s how we learn what works for each individual child. Making changes doesn’t mean you did something wrong, it means that your getting closer to making things better.

Keep in mind:

✔ Small adjustments can make a big difference.

✔ Behavior might temporarily get worse before improving.

✔ Look for patterns.

✔ Your approach matters.

✔ Know when to ask for help.

Understanding how to analyze and adjust ABA strategies allows you to problem-solve effectively instead of abandoning interventions prematurely. The following steps will guide you in troubleshooting, adjusting, and finding what works best for your child.

References

Baer, D. M., Wolf, M. M., & Risley, T. R. (1968). Some current dimensions of applied behavior analysis. Journal of Applied Behavior Analysis, 1(1), 91-97. https://doi.org/10.1901/jaba.1968.1-91

Carr, E. G., & Durand, V. M. (1985). Reducing behavior problems through functional communication training. Journal of Applied Behavior Analysis, 18(2), 111-126.

https://doi.org/10.1901/jaba.1985.18-111

Cooper, J. O., Heron, T. E., & Heward, W. L. (2020). Applied behavior analysis (3rd ed.). Pearson.

Hanley, G. P., Jin, C. S., Vanselow, N. R., & Hanratty, L. A. (2014). Enhancing preschoolers’ persistence in challenging tasks. Journal of Applied Behavior Analysis, 47(3), 485-499. https://doi.org/10.1002/jaba.141

Iwata, B. A., Dorsey, M. F., Slifer, K. J., Bauman, K. E., & Richman, G. S. (1994). Toward a functional analysis of self-injury. Journal of Applied Behavior Analysis, 27(2), 197-209. https://doi.org/10.1901/jaba.1994.27-197

Lerman, D. C., & Iwata, B. A. (1995). Prevalence of the extinction burst and its attenuation during treatment. Journal of Applied Behavior Analysis, 28(1), 93-94. https://doi.org/10.1901/jaba.1995.28-93

Luiselli, J. K., Russo, D. C., Christian, W. P., & Wilczynski, S. M. (Eds.). (2008). Effective practices for children with autism: Educational and behavioral support interventions that work. Oxford University Press.